Goal 4 - Quality education

Goal 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source Data visualization
4.1.1 Proportion of children and young people:
(a) in grades 2/3;
(b) at the end of primary; and
(c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
6 sub-indicators OECD - Programme for International Student Assessment (PISA) Canada Results from PISA 2018
4.1.1.a.1 Proportion of children and young people in grades 2/3 achieving at least a minimum proficiency level in reading by sex
Percentage 2016
  • Males: 95.3
  • Females: 96.3
... ... UNESCOFootnote 1 PIRLS/ePIRLS 2016 Canada in Context: Canadian Results from the Progress in International Reading Literacy StudyFootnote 6Footnote 7 OECD - Programme for International Student Assessment (PISA) Canada Results from PISA 2018
4.1.1.a.2 Proportion of children and young people in grades 2/3 achieving at least a minimum proficiency level in mathematics by sex
Percentage 2019 92 More data on latest data for indicator 4.1.1.a.2 2015 92 More data on data for previous period for indicator 4.1.1.a.2 UNESCOFootnote 1 TIMSS 2019: Canadian Results from the Trends in International Mathematics and Science StudyFootnote 6Footnote 8 OECD - Programme for International Student Assessment (PISA) Canada Results from PISA 2018
4.1.1.b.1 Proportion of children and young people at the end of primary achieving at least a minimum proficiency level in reading by sex
Percentage ... ... ... ... UNESCO Set of education indicators for reporting and monitoring OECD - Programme for International Student Assessment (PISA) Canada Results from PISA 2018
4.1.1.b.2 Proportion of children and young people at the end of primary achieving at least a minimum proficiency level in mathematics by sex
Percentage ... ... ... ... UNESCO Set of education indicators for reporting and monitoring OECD - Programme for International Student Assessment (PISA) Canada Results from PISA 2018
4.1.1.c.1 Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in reading by sex
Percentage 2018
  • Males: 82
  • Females: 90
2015
  • Males: 86
  • Females: 92
UNESCO Measuring up: Canadian Results of the OECD PISA 2018 StudyFootnote 6 OECD - Programme for International Student Assessment (PISA) Canada Results from PISA 2018
4.1.1.c.2 Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in mathematics by sex
Percentage 2018
  • Males: 84
  • Females: 84
2015
  • Males: 86
  • Females: 85
UNESCO Measuring up: Canadian Results of the OECD PISA 2018 StudyFootnote 6 OECD - Programme for International Student Assessment (PISA) Canada Results from PISA 2018
4.1.2 Completion rate (primary education, lower secondary education, upper secondary education) Exploring data sources
4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source Data visualization
4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well- being, by sex Exploring data sources
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex Percentage 2017-2018
  • Males: 97
  • Females: 97
2016-2017
  • Males: 97
  • Females: 98
Statistics CanadaFootnote 2 Elementary-Secondary Education Survey (ESES)Footnote 6  
4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source Data visualization
4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex Percentage 2012
  • Males: 64
  • Females: 63

More data on latest data for indicator 4.3.1

... ... Statistics CanadaFootnote 3 Programme for the International Assessment of Adult Competencies, 2012Footnote 6  
4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source Data visualization
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill 14 sub-indicators
4.4.1.a.1 Internet Email - Age: 16-24
Percentage 2012 97 ... ... Statistics CanadaFootnote 3    
4.4.1.a.2 Internet Email - Age: 25-65
Percentage 2012 96 ... ... Statistics CanadaFootnote 3    
4.4.1.b.1 Internet-Better Understand Issues - Age: 16-24
Percentage 2012 93 ... ... Statistics CanadaFootnote 3   Infographic (Statistics Canada) - The Internet and Digital Technology
4.4.1.b.2 Internet-Better Understand Issues - Age: 25-65
Percentage 2012 95 ... ... Statistics CanadaFootnote 3   Infographic (Statistics Canada) - The Internet and Digital Technology
4.4.1.c.1 Internet-Conduct Transactions - Age: 16-24
Percentage 2012 75 ... ... Statistics CanadaFootnote 3   Infographic (Statistics Canada) - Results from the Digital Economy Survey
4.4.1.c.2 Internet-Conduct Transactions - Age: 25-65
Percentage 2012 82 ... ... Statistics CanadaFootnote 3   Infographic (Statistics Canada) - Results from the Digital Economy Survey
4.4.1.d.1 Computer- How often Spreadsheets - Age: 16-24
Percentage 2012 51 ... ... Statistics CanadaFootnote 3    
4.4.1.d.2 Computer- How often Spreadsheets - Age: 25-65
Percentage 2012 48 ... ... Statistics CanadaFootnote 3    
4.4.1.e.1 Computer- How often Word - Age: 16-24
Percentage 2012 87 ... ... Statistics CanadaFootnote 3    
4.4.1.e.2 Computer- How often Word - Age: 25-65
Percentage 2012 73 ... ... Statistics CanadaFootnote 3    
4.4.1.f.1 Computer Programming - Age: 16-24
Percentage 2012 15 ... ... Statistics CanadaFootnote 3    
4.4.1.f.2 Computer Programming - Age: 25-65
Percentage 2012 7 ... ... Statistics CanadaFootnote 3    
4.4.1.g.1 Computer- Real-time discussions - Age: 16-24
Percentage 2012 72 ... ... Statistics CanadaFootnote 3    
4.4.1.g.2 Computer- Real-time discussions - Age: 25-65
Percentage 2012 45 ... ... Statistics CanadaFootnote 3    
4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source Data visualization
4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated  
  • Gender Parity: 2016-2017
  • Rural vs Urban: 2016
  • Canada Gender Parity = 1.00
  • Rural vs Urban = 0.229
  • Gender Parity: 2015-2016
  • Rural vs Urban: 2011
  • Canada Gender Parity = 1.00
  • Rural vs Urban = 0.231
Statistics Canada

Gender Parity:

  1. Elementary-Secondary Education Survey (ESES)
  2. Education Indicators in Canada: An International Perspective, 2018
  3. Population and Demography

Rural vs Urban:

  1. 2016 Census
  2. 2011 National Household Survey (NHS)
 
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source Data visualization
4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional
(a) literacy and
(b) numeracy skills, by sex
2 sub-indicators
4.6.1.a Proportion of population in a given age group achieving at least a fixed level of proficiency in functional literacy levels 2 - 5, by sex
Percentage 2012
  • Males: 84
  • Females: 83

More data on latest data for indicator 4.6.1.a

... ... Statistics Canada Programme for the International Assessment of Adult Competencies, 2012Footnote 6  
4.6.1.b Proportion of population in a given age group achieving at least a fixed level of proficiency in functional numeracy skills levels 2 - 5, by sex
Percentage 2012
  • Males: 81
  • Females: 74

More data on latest data for indicator 4.6.1.a

... ... Statistics Canada Programme for the International Assessment of Adult Competencies, 2012Footnote 6  
4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development
Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source Data visualization
4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies, (b) curricula, (c) teacher education, and (d) student assessment Exploring data sources
4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source Data visualization
4.a.1 Proportion of schools offering basic services, by type of service Exploring data sources
4.b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source Data visualization
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study US$ Millions 2019 18.35 2018 15.32 OECDFootnote 4 OECD Statistics Chart (OECD) - Net official development assistance
4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source Data visualization
4.c.1 Proportion of teachers qualified in basic education by education level Percentage 2020 100 2019 100 Refer toFootnote 5    

Footnotes

r
revised
..
not available for a specific reference period
...
not applicable
N/A
not available
Footnote 1

The United Nations Educational, Scientific and Cultural Organization.

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Footnote 2

The data provided is a custom extrapolation using ESES data. The ESES figures are divided against the demography table 051-0001, which is calendarized using an average of two years (2014-2015 and 2015-2016.)

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Footnote 3

The data provided is a custom tabulation. Canada is reporting on the percentage of persons that have reported that they have used these ICT skills in everyday life.

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Footnote 4

Disbursements in current USD.

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Footnote 5

In the public provincial and territorial systems in Canada; 100% of teachers have received at least the minimum organized teacher training, as these education systems are highly regulated. Thus, by definition, teachers in the system must meet these requirements in order to teach within that system. No information on private schools are available.

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Footnote 6

Information on the source that was used to produce data for this indicator can be found through this hyperlink.

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Footnote 7

The territories, Nova Scotia and PEI did not participate and are not part of the national result.

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Footnote 8

Only Alberta, Manitoba, Ontario, Quebec and Newfoundland and Labrador participated.

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